Educational Leadership Research

Abstract The present study aimed to explore the motivations and barriers faced by women in their pursuit of school management positions. This research employed a qualitative approach using the classic grounded theory strategy. The study population consisted of female teachers applying for managerial positions who had participated in the selection and appointment process for school principals in Kurdistan Province. Through purposive sampling and based on the principle of theoretical saturation, 18 participants were selected. Data were collected via semi-structured interviews and analyzed using open coding and categorization. The credibility of the research was ensured by adhering to the four criteria of credibility, dependability, confirmability, and transferability. Findings revealed 200 open codes and 12 subcategories, which were grouped under two main categories: motivations and challenges. The motivations included innovation and constructive transformation, personal growth and development, female leadership and empowerment, effective communication and collaboration, student development, and organizational justice and equality. The challenges encompassed negative societal perceptions of female leadership, lack of legal frameworks supporting women's managerial roles, role overload, perceived lack of resilience among women in managerial positions, gender-based discrimination in managerial appointments, and insufficient support from higher organizational authorities.

Abstract Although serving as a university faculty member is a demanding and challenging profession, many teachers with doctoral degrees are eager to pursue this career. The purpose of this study was to explore the motivations of PhD-holding teachers for seeking faculty positions at Farhangian University. This qualitative research employed the Classic Grounded Theory approach. The participants were PhD-holding teachers who had applied through the special recruitment call for faculty positions at Farhangian University. Using theoretical sampling and considering the principle of theoretical saturation, a sample of 10 participants was selected. Data were collected through semi-structured interviews. The interviews were analyzed and the paradigm model was developed through open coding, memo writing, selective coding, and theoretical coding. MAXQDA 20 software was used to facilitate coding and to construct the paradigm model. The validity of the study was ensured based on Maxwell’s validation criteria. The findings revealed 50 open codes, 14 concepts, and 6 categories. The core category identified was the exclusionary climate of schools and educational departments, which emerged as the primary reason for PhD-holding teachers’ tendency to join the university faculty. This category encompassed three dimensions: exclusionary classroom climate in schools, exclusionary communication climate, and exclusionary administrative climate. Other identified categories included the enhancement of social status, the pursuit of financial and material opportunities, the advancement of scientific growth, the development of autonomy and independence, and the experience of dynamism and effectiveness. Finally, these findings are discussed in relation to prevailing theories of motivation.

Abstract The aim of the present study was to investigate the causal relationship between teacher motivation and self-efficacy with new teachers' professional commitment through a causal model based on Bandura’s cognitive-social theory and self-determination theory. Quantitative research method is descriptive and structural equations. The newly-employed teachers of Khorasan Razavi starting to work in 1995, 1996 and 1997, constitute the statistical population of the research. In order to test the model, a sample of 347 subjects was selected from 3339 newly-employed teachers in Khorasan Razavi. Questionnaires of teacher motivation, teacher self-efficacy and teacher professional commitment were developed and validated by the researcher. Pearson correlation coefficient, confirmatory and exploratory factor analysis, t-test and structural equation model were used to analyze the data. The results of Pearson correlation showed that teacher motivation, teacher self-efficacy and teacher professional commitment were correlated with each other (p < 0.05). By implementing the structural equation model to test the relationship between teacher motivation and teacher self-efficacy and professional commitment, it was found that the proposed model has a good fit and professional commitment is well predicted and explained through teacher self-efficacy and teacher motivation as: NNFI = 0.93, RSMEA = 0.09.

Abstract The purpose of the present study is to examine the mediating role of master - student interaction and motivation in the relation of classroom climate with students’ academic achievement at the Semnan University. Regarding the purpose, the research methodology is practical and according to the method of data collection, it is considered as descriptive-correlation. The statistical community of the study consisted of all B.A and M.A, students of the Semnan University that 200 persons were selected by using cluster sampling method as the sample of the study (135 B.A students and 65 M.A students). All of them completed the scales of classroom climate, master - student interaction, motivation and students’ academic achievement. The validity and reliability of the scales were assessed with The Cronbach's alpha. The findings showed that there is a significant positive relationship between the students’ academic achievement with classroom climate, master - student interaction and motivation. The classroom climate has a direct and significant effect on students’ academic achievement; also classroom climate has an indirect and significant effect on students’ academic achievement with the mediation of master - student interaction. Classroom climate influences an indirect and significant effect with the mediation of motivation on students’ academic achievement. The findings of this present show the importance of paying attention to classroom openness climate, master - student interaction and motivation on Increasing students’ academic achievement.